Campus Location
Dallas Campus (Online)
Date of Award
11-2026
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Jeff Cranmore
Second Committee Member or Secondary Advisor
Karen Maxwell
Third Committee Member or Committee Reader
John Kellmayer
Abstract
The purpose of this qualitative descriptive study was to examine how school administrators’ perceptions of PBIS implementation influence student discipline in East Texas schools. Purposive sampling was used to recruit 40 potential research participants. Based on their current roles, responsibilities, availability, and experience with PBIS implementation, 15 administrators were selected to take part in questionnaires and semistructured interviews to support the identification of themes regarding administrators’ perceptions of PBIS implementation. Using Braun and Clarke’s reflexive thematic analysis, findings of the study suggest that the structure of PBIS is designed to positively impact student discipline outcomes. However, the overall effectiveness of PBIS is reduced by inadequate training and resources, inconsistent buy-in and commitment, and limited time to properly implement and maintain the PBIS framework over extended periods of time. To improve current PBIS implementation practices, all stakeholders should be provided with ongoing professional development and training that supports student behaviors on all tiers. Additionally, school districts need to be intentional with allocating funding to support lead PBIS roles within the district that will ensure the fidelity of the campus’ implementation procedures. Findings of the study also suggest that refresher sessions and professional learning communities should be readily available during the school year for those stakeholders in need of additional support. Lastly, findings suggest that school districts should identify protected time throughout the school year where stakeholders can engage in intensive data reviews with PBIS implementation and student discipline data. This study is significant because, to improve current PBIS implementation procedures in East Texas schools, an awareness of the challenges and support needed by school administrators must be identified.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Shepherd, Ashley N., "Administrators’ Perceptions on PBIS Implementation and Its Influence on Student Discipline Outcomes in East Texas Elementary Schools" (2026). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 1067.
https://digitalcommons.acu.edu/etd/1067